Two observations were made this week, Thursday I observed period 1 (seniors) and Friday I observed period 5 (juniors). At the begining of Period 1's observation Dr. Pothier asks students to pass in their homework from the night before, unfortunately only one passes the assignment in. She tells the students that have not done the assignment to get it started. She also addresses the class as a whole and tells them that they need to remember to bring their materials (pens/pencils/calculators/notes) to class and need to "step it up" (refering to their effort outside of class). Dr. Pothier then asks me if I will assist a student correct her significant figures quiz, to which I respond "I would be happy to". During this time students are working on their homework problems and then putting half of them up on the board (the remaining problems are re-assigned for homework). I notice that students are talking in the back, but shortly after I see Dr. Pothier getting them back on track by asking them to do their work and pay attention to the problems being put up. A student is having difficulty at the board and Dr. Pothier guides him through the problem without giving him the answer. After this student is finished another is asked to do a problem that he is not sure how to do. He is only taking help from Dr. Pothier and he insists that this is "his problem" when other students begin to shout out answers to Dr. Pothier's guiding questions. In between problems Dr. Pothier verbally quizzes the students on density concepts, which engages the students. Student conversations begin to get off the topic of Chemistry, Dr. Pothier is tollerent of this and then brings them back on task. She asks if their are any questions on dimensional analysis and explains that they will soon be moving on to new material next class. The remaining problems (4 out of 8 total problems) are assigned for homework. Students are reminded that they have a homework assignment twice more before class is over. Students are given a hand-out lab assignment dealing with density where they are given a density, they must measure the volume, and then calculate the mass. The mass is then verified via an equal-arm balance, which Dr. Pothier zeroes before the start of the lab. Dr. Pothier walks around and checks on students' progress. All students are working diligently. Another balence is set up to move things along more quickly as time is running short. Students are asked to hand in their lab worksheet and are reminded again that they have a homework assignment.
On Friday I am told that period 5 (juniors) will be working on the same density lab as period 6 (honors) was last week. As Dr. Pothier is taking attendance she tells students to open up books and notebooks, and that they will have problems to solve that will be put up on the board. The students are too loud and they are told to quiet down. They are supposed to be working on the dimensional analysis problems that have been put up on the board but some are still talking quietly and are not on task. Dr. Pothier tells them that she should not be hearing conversations when there is an assignment to be accomplished. Still some students do not appear to be trying Dr. Pothier explains that they need to push themselves and says that "this material is not going to go into your heads for free". Students are then asked to go up to the board and solve the problems that were assigned. As they are doing this Dr. Pothier is setting up burrets for the upcoming laboratory assignment while guiding the class through the problems. Dr. Pothier explains that she is not pleased with the apparent lack of effort from some of the students and warns them that they have an upcoming test that they will need to be prepared for. She also explains that they will not be spending much more time on this topic (dimensional analysis) and that she will be moving on to new material. This seems to get some of the students attention. They begin to voulenteer to go up to the board and practice solving problems, in some cases working together bouncing ideas off one another to produce a correct answer. Dr. Pothier reminds students that they should be writing these examples down in their notes. She also goes around the room making sure that students' calculator entry is correct. After the problems are finished, the lab begins. Dr. Pothier explains what they will need to know in order to complete the laboratory assignment (shows them how to use burrets, etc.). She cautions them on sources of error and explains how to obtain good data. I notice that the instructions given are more structured than the other class (period 6) Students begin the lab and appear to be working diligently. At this point I walk around and assist students by checking on their progress and answering questions about dimensional analysis equations. After the students have collected their data they are ready to construct their callibration lines. They are told that if their is a serious outlier they will need to redo their measurements, which some end up having to do. As a whole students appeared to be on task.
Reflections:
During the observations this week I was able to start working with the students and begin to get to know them. I must admit it was a little intimidating at first but after a few minutes I felt very comfortable answering questions, explaining concepts, and checking on their progress. I could sense that some of them were sizing me up by asking personal questions, some which I was able to answer and other which I deflected due to the fact that I felt the answers would be inappropriate and may lose me some authority/credibility when I begin teaching in January. I noticed that when assisting the students during the lab period, Dr. Pothier was very calm and tolerant. She moved around the room to different groups and made sure they were on task but did not stand over them and make demands. She allowed them to explore the assignment and work through it on their own while still guiding them through parts they found to be challenging. There were a few times during both period 1 and period 5 where students got off task and had to be told to either quiet down or get back on task, but even during these times I do not see Dr. Pothier losing her cool at all. She remains very diplomatic and does not proceed to hold absolute power in her classes. She holds the students accountable for their own work and progress. I feel that this demonstrates a sharing of the "power" in the classroom, where she still acts as the authority figure in situations where the students are starting to wander but while they are on task they are given the freedom/power to explore the material. During my observation of period 6 I notice that Dr. Pothier's approach became much less structured and more "hands-off". She is able to give them the assignment and let them accomplish it without having to keep them on task because the remain on task the entire classs, in other words they have the majority of the power. I expected this because she is dealing with a more motivated, mature group of students. I was still a little thrown back by period 6, however. Literally 95% of the conversations that I observed pertained to the assingment that they had or some other form of Chemistry. I found this to be very refreshing. I'm sure that my teaching style will need to adapt to many different situations the same way Dr. Pothier's does, but for now I would describe my style as rather "hands-on". I tend to give multiple examples when explaining a concept and try to use encouraging words and statements to make students feel comfortable when they are learning. I also make it clear to students that I have certain expectations for them and that they should not be satisfied with someone just giving them the answer ("not going to go into your heads for free"). I want my students to precieve me as a fair person who is genuinely concerned with their understanding of Chemsitry/Science. I do not want to be viewed as a push-over who caves and lets students off the hook causing them to not be held accountable. I believe "sticking to my guns" in this instance will be one of my biggest challenges, but will be essential to my sucess as an educator.
Class Topic: Dimensional Analysis (D=M/V)
Grade: Eleventh (period 5), Twelfth (period 1)
Observed by: Matthew Hooper
Observations:
Two observations were made this week, Thursday I observed period 1 (seniors) and Friday I observed period 5 (juniors). At the begining of Period 1's observation Dr. Pothier asks students to pass in their homework from the night before, unfortunately only one passes the assignment in. She tells the students that have not done the assignment to get it started. She also addresses the class as a whole and tells them that they need to remember to bring their materials (pens/pencils/calculators/notes) to class and need to "step it up" (refering to their effort outside of class). Dr. Pothier then asks me if I will assist a student correct her significant figures quiz, to which I respond "I would be happy to". During this time students are working on their homework problems and then putting half of them up on the board (the remaining problems are re-assigned for homework). I notice that students are talking in the back, but shortly after I see Dr. Pothier getting them back on track by asking them to do their work and pay attention to the problems being put up. A student is having difficulty at the board and Dr. Pothier guides him through the problem without giving him the answer. After this student is finished another is asked to do a problem that he is not sure how to do. He is only taking help from Dr. Pothier and he insists that this is "his problem" when other students begin to shout out answers to Dr. Pothier's guiding questions. In between problems Dr. Pothier verbally quizzes the students on density concepts, which engages the students. Student conversations begin to get off the topic of Chemistry, Dr. Pothier is tollerent of this and then brings them back on task. She asks if their are any questions on dimensional analysis and explains that they will soon be moving on to new material next class. The remaining problems (4 out of 8 total problems) are assigned for homework. Students are reminded that they have a homework assignment twice more before class is over. Students are given a hand-out lab assignment dealing with density where they are given a density, they must measure the volume, and then calculate the mass. The mass is then verified via an equal-arm balance, which Dr. Pothier zeroes before the start of the lab. Dr. Pothier walks around and checks on students' progress. All students are working diligently. Another balence is set up to move things along more quickly as time is running short. Students are asked to hand in their lab worksheet and are reminded again that they have a homework assignment.On Friday I am told that period 5 (juniors) will be working on the same density lab as period 6 (honors) was last week. As Dr. Pothier is taking attendance she tells students to open up books and notebooks, and that they will have problems to solve that will be put up on the board. The students are too loud and they are told to quiet down. They are supposed to be working on the dimensional analysis problems that have been put up on the board but some are still talking quietly and are not on task. Dr. Pothier tells them that she should not be hearing conversations when there is an assignment to be accomplished. Still some students do not appear to be trying Dr. Pothier explains that they need to push themselves and says that "this material is not going to go into your heads for free". Students are then asked to go up to the board and solve the problems that were assigned. As they are doing this Dr. Pothier is setting up burrets for the upcoming laboratory assignment while guiding the class through the problems. Dr. Pothier explains that she is not pleased with the apparent lack of effort from some of the students and warns them that they have an upcoming test that they will need to be prepared for. She also explains that they will not be spending much more time on this topic (dimensional analysis) and that she will be moving on to new material. This seems to get some of the students attention. They begin to voulenteer to go up to the board and practice solving problems, in some cases working together bouncing ideas off one another to produce a correct answer. Dr. Pothier reminds students that they should be writing these examples down in their notes. She also goes around the room making sure that students' calculator entry is correct. After the problems are finished, the lab begins. Dr. Pothier explains what they will need to know in order to complete the laboratory assignment (shows them how to use burrets, etc.). She cautions them on sources of error and explains how to obtain good data. I notice that the instructions given are more structured than the other class (period 6) Students begin the lab and appear to be working diligently. At this point I walk around and assist students by checking on their progress and answering questions about dimensional analysis equations. After the students have collected their data they are ready to construct their callibration lines. They are told that if their is a serious outlier they will need to redo their measurements, which some end up having to do. As a whole students appeared to be on task.
Reflections:
During the observations this week I was able to start working with the students and begin to get to know them. I must admit it was a little intimidating at first but after a few minutes I felt very comfortable answering questions, explaining concepts, and checking on their progress. I could sense that some of them were sizing me up by asking personal questions, some which I was able to answer and other which I deflected due to the fact that I felt the answers would be inappropriate and may lose me some authority/credibility when I begin teaching in January. I noticed that when assisting the students during the lab period, Dr. Pothier was very calm and tolerant. She moved around the room to different groups and made sure they were on task but did not stand over them and make demands. She allowed them to explore the assignment and work through it on their own while still guiding them through parts they found to be challenging. There were a few times during both period 1 and period 5 where students got off task and had to be told to either quiet down or get back on task, but even during these times I do not see Dr. Pothier losing her cool at all. She remains very diplomatic and does not proceed to hold absolute power in her classes. She holds the students accountable for their own work and progress. I feel that this demonstrates a sharing of the "power" in the classroom, where she still acts as the authority figure in situations where the students are starting to wander but while they are on task they are given the freedom/power to explore the material. During my observation of period 6 I notice that Dr. Pothier's approach became much less structured and more "hands-off". She is able to give them the assignment and let them accomplish it without having to keep them on task because the remain on task the entire classs, in other words they have the majority of the power. I expected this because she is dealing with a more motivated, mature group of students. I was still a little thrown back by period 6, however. Literally 95% of the conversations that I observed pertained to the assingment that they had or some other form of Chemistry. I found this to be very refreshing. I'm sure that my teaching style will need to adapt to many different situations the same way Dr. Pothier's does, but for now I would describe my style as rather "hands-on". I tend to give multiple examples when explaining a concept and try to use encouraging words and statements to make students feel comfortable when they are learning. I also make it clear to students that I have certain expectations for them and that they should not be satisfied with someone just giving them the answer ("not going to go into your heads for free"). I want my students to precieve me as a fair person who is genuinely concerned with their understanding of Chemsitry/Science. I do not want to be viewed as a push-over who caves and lets students off the hook causing them to not be held accountable. I believe "sticking to my guns" in this instance will be one of my biggest challenges, but will be essential to my sucess as an educator.Class Topic: Dimensional Analysis (D=M/V)
Grade: Eleventh (period 5), Twelfth (period 1)
Observed by: Matthew Hooper